See attached.

SPELLING ANALYSIS

Name: Student PGrade level: 4th GradeReviewer: Kelsey Whipple

Writing Sample:

See attached.

Translation:

I had to go to schools and the day before that Mr. Bigel went on vacation and we did not have school and so me and cousin and my aunt said we are going to the beach and when we go…

Spelling Analysis Chart:

Emergent Letter Name-Alphabetic

Within-Word Patterns

Syllablesand Affixes

Derivational Relations

G (go)Whet (went)Vaksncasn (vacation)Shooch (school)Sier (said)Our (are)

Shools (schools)Befor (before)Thaet (that)Cosn (cousin)Ant (aunt)Bech (beach)

Conclusion:Student P is spelling words at his age and grade level about 50% of the time. At the age of 9 and in 4th grade, Student P should be spelling at stage 3: within-word patterns. This means he uses phonics to sound out and spell words. About half of the time in his writing, Student P is spelling words at stage 2: letter-name alphabetic. He is not spelling the words based on how they sound, but instead he is spelling the words using random letters. Many of the words that Student P is missing are sight words that he should know at 4th grade. When he misspells words, Student P does not always misspell a word the same way each time. School was spelled two different ways in his writing; he is not recognizing the words as he writes. He is spelling below grade level.

Topics for Instruction:Sight WordsPhonological Spelling

See attached.

SPELLING ANALYSIS

Name: Student PGrade level: 4th GradeReviewer: Kelsey Whipple

Writing Sample:

Translation: I wish I had…I wolf dog so I can play with it. in ______ the game.

Spelling Analysis Chart:

Emergent Letter Name-Alphabetic

Within-Word Patterns

Syllablesand Affixes

Derivational Relations

Fmes Wofe (wolf) Whth (with)Gaeme (game)

Conclusion:Although the writing sample is short, it shows that Student P is spelling below grade level. The words that Student P is misspelling are high frequency sight words that he should know in 4th grade. In this sample, Student P spelled words at stages 1, 2, and 3. Stage 1 means he combined letters to look like a word but the letters have no combined meaning. At stage 2, Student P is failing to spell words phonetically and at stage 3 he is using phonics but is adding in extra letters or mixing up his letter sounds. In 4th grade, Student P. should be using stage 3: within-word patterns for his spelling. . Topics for Instruction:Sight WordsPhonological Spelling

Writing Analysis Results

I used a 6 Trait writing analysis to determine what Student P’s writing abilities are. In each of the six

categories, Student P score in the one category which means he demonstrated little to no skills in that trait. The

traits that Student P struggled in the most were conventions and sentence fluency. The writing samples show that

Student P lacks knowledge on sentence structure. He does not use punctuation until the end of a paragraph and he

places capital letter randomly within the paragraphs.

The topics for instruction based on the analysis will be the parts of speech and parts of a sentence because in

order to write a sentence he needs to understand the parts of a sentence. Then we will move on to writing simple

sentences using proper capitalization and punctuation. I will work with Student P on combining single sentences to

create a paragraph. Based on Student P’s writing at this time, he is well below grade level in writing.

Individual Reading Inventory (IRI)

IRI Results: Student P

On the Individual Reading Inventory, Student P scored at a 3rd grade level. On the 2nd grade word lists, he

scored a 17 which is an instructional level. The errors we made were adding and omitting letters within the words

and not sounding the words out. We moved on to the 3rd grade list and Student P scored a 15; this is the

instructional/frustration level. Again, his errors were most commonly adding and omitting letters and sounds, and

not sounding the words out completely. Because the grade 3 word list was at the instructional/frustration level, I

used the grade 3 reading passage. In the passage, Student P had 11 miscues and 4 of them were significant. Student

P added 1 word and omitted 1 word. The rest of the errors were substitutions. When Student P did not understand

a word, he would start sounding it out and then quit and continue reading the passage. His score on the passage

puts him at the frustration level.

During the IRI, Student P dozed off 3 times. Each time, I cued him to wake up, had him get up and walk

around, and then we continued working. Falling asleep is a common behavior for Student P and the routine is to

wake him up and have him continue working. The IRI showed that Student P is reading below grade level and is

struggling with his reading fluency. On the comprehension questions, Student P missed 3 questions. He did not

understand the meaning of the word bouncing and did not comprehend why Maria and her family were laughing in

the story. Student P was able to easily answer the questions that involved remembering events and details from the

story. The number of questions that Student P missed confirmed that the grade 3 list and passage were at the

instructional/frustration level for Student P.